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Relate multiplication and division and understand that division can represent situations of unknown group size or an unknown number of groups.
If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 1 (benefits from worked example) and Anchor Task 3 (can be done independently). Find more guidance on adapting our math curriculum for remote learning here.
Presley has 10 markers. Her teacher gives her 2 boxes and asks her to put an equal number of markers in each box.
Anthony has 10 markers. His teacher wants him to put 2 markers in each box until he is out of markers.
a. Before you figure out what the students should do, write a multiplication sentence to correspond with each context above.
b. Solve each problem for the missing factor.
Suppose that there are 4 tanks and 3 fish in each tank, as shown in the picture below. The total number of fish in this situation can be expressed as 4 $$\times$$ 3 = 12.
a. Describe what is meant in this situation by 12 $$\div$$ 3 = 4.
b. Describe what is meant in this situation by 12 $$\div$$ 4 = 3.
Write a multiplication equation and a division equation to represent each of the following situations.
a. Ross has 15 flowers that he wants to make into flower arrangements. Each flower arrangement will use 5 flowers. How many flower arrangements can he make?
b. Heidi has 8 apps that she wants to place into rows of 4. How many apps will there be in each row?
Cesar says that he can solve the equation $$35 \div 5$$ by thinking about the multiplication problem $$5\times $$ ___$$=35$$. Do you agree or disagree? Explain.
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